The Level of Moral Competence Among Sample of Hashemite University Students

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ISSN 1712-8056[Print] Canadian Social Science ISSN 1923-6697[Online] Vol. 10, No. 1, 2014, pp. 159-164 www.cscanada.net DOI:10.3968/j.css.1923669720141001.4096 www.cscanada.org

Ahmad M. Mahasneh[a],*

[a]PhD. Tutor. Department of Educational Psychology, Faculty of Lennick and Kiel (2005) define moral intelligence Education Sciences, Hashemite University, Zarqa, Jordan. as “the mental capacity to determine how universal *Corresponding author. human principles —like those embodied by the “Golden Received 12 October 2013; accepted 23 January 2014 Rule”— should be applied to our personal values, goals, and actions”. Their construct of moral intelligence Abstract consists of four competencies related to integrity, three to The primary purpose of this study was to determine the responsibility, two to forgiveness and one to compassion. level of students’ about moral competence at Hashemite Moral behavior is the result of at least four component University in Jordan. A total of 909 university students processes: (1) identifying a situation as a moral problem, participated in the study by completing the moral (2) figuring out what one ought to do and evaluating competence questionnaire. Results indicate that university possible plans of action, (3) evaluating how the various students showed medium level of moral competence. courses of action serve moral and no moral values and Additionally, results indicated that there were significant deciding which action will be pursued, and (4) executing differences in participants’ level of moral competence the plan of action (Rest, 1983). based on the demographics of gender, academic level and To define the moral competence concept one has to academic performance. The study ends by suggesting a understand how the term “competence” is defined in number of practical and theoretical recommendations for general. The concept of competence includes, at least, a number of stakeholders. two levels: competence can be understood as a possession of any knowledge, as the ability to reason on a certain Moral competence; Integrity; Impression Key words: problem. Competence can also be considered as an Management; Responsibility; University students experience in a certain sphere, ability to act, or behave in a proper way (Sadokova, 2001; Weinert, 2001). Dr. Ahmad M. Mahasneh (2014). The Level of Moral Competence Petrovskaya (1989, 1996) defines three components Among Sample of Hashemite University students. Canadian Social Science, 10(1), 159-164. Available from: http://www.cscanada. of communication competence: 1) self-competence, that net/index.php/css/article/view/j.css.1923669720141001.4096 is orientation in their own communicative abilities and DOI: http://dx.doi.org/10.3968/j.css.1923669720141001.4096 features, in own psychological potential; 2) competence of communication partner is an orientation in psychological features and abilities of other people; and 3) competence of situation, that is adequate situation and its tasks recognition. INTRODUCTION Moral competence refers to the orientation to perform Moral intelligence refers to the ability to apply ethical altruistic behavior and the ability to judge moral issues principles to goals, values and actions. However it has logically, consistently and at an advanced level of the potential to improve understanding of learning and development. Promotion of moral competence fosters the culturally acceptable behavior. Moral intelligence is newer development of a sense of justice and altruistic behavior and less studied than the more established cognitive, in adolescents. There are two key concepts of moral emotional and social intelligences, (Coles, 1997; Hass, competence: altruism and moral-judgment development. 1998; Clarken, 2009). For Ma (1997), altruistic behavior refers to the acts carried out voluntarily without expectation of a reward.

Ma suggested that the most important goal of altruism and feelings. of moral situation comprehension, may be is one of the following: increasing one’s Darwinian defined by its three components (Sadokova, 2001): fitness; facilitating the development of higher stages of Self-competence : the ability to adequately perceive cognition, morality, ego and so forth; assisting in attaining oneself as a subject of moral interaction, to realize one’s new psychological abilities; increasing the gratification interests, intentions, aims, motives, feelings and value of basic psychological and self actualization needs; and definitions caused by moral conflict and possible ways of assisting in restoring and maintaining emotional stability. behaving in a situation involving a moral choice. According to the theory of Kohlberg (1981, 1984), moral Competence in partner: an ability to perceive other judgment mainly refers to the delineation of rule and individuals participating in that situation, to understand law orientation, personal autonomy, moral conscience, their aims, interests, motives, feelings, system of values social contract, basic rights and universal justice. There and possible actions adequately. are three moral levels in Kohlberg’s theory (1971), and Competence in situation: assumes an ability to have an each level consists of two stages. These six stages of integrated view of the situation, to analyze consequences moral development start with children blindly obeying of events, to comprehend the values and norms, which an authority’s commands to avoid punishment gradually participants of that situation are guided by and to take developing into upholding the social law and carrying out into account all the peculiarities of the conflict and the one’s duty to maintain social order, and finding fruition of individuals involved in it. a foundation of distinguishing right and wrong with the The studies about moral competence in Brazil understanding of universal-justice principles. conducted by Bataglia (1998, 2001), in addition to our Lennick and Kiel (2005) define moral principles as pilot study (2001) showed that students in Brazil have values that cut across all cultural boundaries. Lennick moral competence scores (C-scores, MJT) lower than and Kiel argue that people overwhelmingly prefer to those of students in Europe (Lind 2000), but similar follow leaders who exhibit integrity, integrity with being to students in Mexico. Taking a closer look at this a universal human (extant across time and cultures) problem, we came to the conclusion that the lower moral principle. Other moral principles they claim and scores are connected to an interesting phenomenon: attempt to measure in their moral competency index are subjects presented different levels of moral competence responsibility, compassion, and forgiveness. according to the different dilemmas, part of the MJT. The process of decision-making plays a part in, or This phenomenon - denominated “moral segmentation” - may even define moral competence. Accordingly, one was also observed by Moreno (2000) in Mexico, but was has to take into consideration its five fundamental skills: not reported in previous studies involving other cultures. structuring decisions, assessing beliefs, assessing values, In our sample, mean C-score of 18,7 and C-scores of combining these beliefs and values into coherent choices, 26,7 for the doctor’s dilemma and 39.5 for the worker’s and having a meta-cognitive understanding of one’s dilemma seem to indicate that students in Brazil could abilities. For each skill, performance can be defined in react similarly to those in Mexico. terms of either accuracy related to an external criterion or consistency among responses (Yates, 1990). In the Kohlberg’s theory of moral development 1. STATEMENT OF THE PROBLEM framework the concept of moral competence is presented Moral competence refers to the affective orientation to as a certain cognitive structure, that is a skill to argue on perform altruistic behaviors toward others and the ability moral issues, to provide own grounds of a moral choice to judge moral issues logically, consistently, and at an and to explain the situations containing moral dilemmas advanced level of development. Promotion of moral (Bratus, 1985, 1994). Kohlberg defines moral competence competence means fostering the development of justice as “the capacity to make decisions and judgments which judgment and altruistic behavior in adolescents. Moreover, are moral (i.e., based on internal principles) and to act in moral competence is an area of research in Jordan that has accordance with such judgments” (Kohlberg, 1964; Colby been largely ignored. Therefore, the primary purpose of & Kohlberg, 1984; Kohlberg, 1987; Walker, DeVries this study was to determine the level of university students & Trevethan, 1987; Krebs, Vermeulen, Carpendale, & in Jordan regarding moral competence. Denton, 1991). Two basic components, causing process of 1.1 Research Objectives understanding can be defined (Sadokova, 2001). The first The following research objectives were pursued in this one is the goals of the subject of understanding, and the study: second one is the system, hierarchy of values and norms, a. To determine the level of moral competence among which the person counts comprehensible in a certain students at Hashemite University; society. b. To determine the differences in students’ related to Thus moral competence, as an object I examine, based moral competence based on gender, academic level and on norms, values, purposes, intentions, interests, motives, academic performances.

1.2 Significance of the Study and usage. The feedback from students emphasized that The basic goal of this study is to determine the level moral the instrument has both face and content validity. competence among students at the Hashemite University. 2.1.3 Instrument Standardization In addition, this study is very important for many The Arabic version of the Moral Competence reasons: (1) Moral intelligence is newer and less studied Questionnaire was tested with a sample of 30 students than the more established cognitive, emotional and social different from that of the study but withdrawn from intelligences, but has great potential to improve our the same population (Hashemite University students). understanding of learning and behavior (2). The benefits Reliability coefficients for the (MCQ) established for the of developing greater moral intelligence to the universities eight scales are as follows: integrity/honesty/authenticity and the society will result in having organizations that (0.64), impression management (0.83), and responsibility are more positive, improved relationships and students (0.72). Based on the translation process and the reliability who are both smart and good and value universal human estimates, the Arabic-translated version of the (MCQ) principles and rights, and (3) To development of the moral seemed to be valid and a reliable measure for use with a competence measure in the Jordanian environment. Jordanian population. 2.2 Procedures 2. METHOD The instrument was administered to the participants in their regular classrooms by the researcher. The 2.1 Population and Sample of the Study researcher explained to the participants the purpose and The population of this study consisted of 15230 the importance of their participation in this study. In undergraduate students, who were enrolled in the faculties addition, the researcher assured the participants of the of Hashemite University in the academic year 2012/2013, confidentiality of their response and that their response who represent all levels of study at (HU). For the purpose would be used only for research purposes. of this study, a random sample was chosen from the Then, the question booklets were distributed and population, consisting of 909 and their ages ranged instructions were given to the participants on how to between 18 and 22 years. The sample distribution was 360 answer them. The participants’ responses were scored male, and 549 female, first year 252, second year 333, by the researcher and were entered into the computer theird year 207 and fourth year 117. for statistical analysis. The data were analyzed using the 2.1.1 Instruments SPSS package. Moral Competency Questionnaire (MCQ) The Moral Competency Inventory developed by Daniel and Benjamin (2010) contains 38 items descriptive 3. RESULTS of their types of moral competence (Integrity/Honesty/ The data collected from all participants were coded, Authenticity (9) items, Impression Management (20) entered into the SPSS spreadsheets, and analyzed using items and Responsibility (9) items). The items on a 5-point software package SPSS version 17. Descriptive statistics scale (1) Very Inaccurate, (2) Moderately Inaccurate, (3) for all variables in this study were examined using Neither Inaccurate nor Accurate, (4) Moderately Accurate, SPSS frequencies. The minimum and maximum values (5) Very Accurate. A cronbach alpha of (0.73) was of each item were examined for accuracy of data entry reported for the moral competence questionnaire. In terms by inspecting any out-of-range values. No out-of-range of the moral competence dimension, a reliability estimate values were found. Missing subjects were not detected of 0.72 was reported for integrity/honesty/authenticity, a either. The results of the study are addressed by each 0.55 was reported for the impression management, and a objective. 0.66 was reported for the responsibility. 3.1 Results Pertaining To Objective 1 2.1.2 Instrument Translation Process Objective 1 was to determine the level of moral To ensure equivalence of meaning of the items and competence among students at Hashemite University. constructs between the Arabic and English versions Descriptive statistics, including means and standard of the Moral Competence Questionnaire, a rigorous deviations, were used to achieve this objective. Analysis translation process was used that included forward of the data in the first question involved the tabulation and backward translation, subjective evaluations of of the mean of level moral competence. The total mean the translated items, and pilot testing. The goal of the score was calculated based on student responses to translation process was to produce an Arabic version of each item in the selected scale using the 5-point Likert- the( MCQ), with items that were equivalent in meaning type scale. Thus, the levels of moral competence were to the original English version. The Arabic version of interpreted using the following categories: below 3 = low the (MCQ) was then pilot tested with a group of 30 level; 3-4 = medium level; and above 4 = high level. As students to collect feedback about instrument content can be observed in Table 1, the mean for overall moral

Continued competence was 3.86, in terms of the moral competence Dimension Items Mean SD dimension, a mean of 3.89 was reported for integrity/ Try to forgive and forget. 4.01 1.07 honesty/authenticity, and a mean of 3.58 was reported Like to be of service to others. 4.08 .96 for the impression management, and a mean of 4.13 was Act according to my conscience. 4.24 .87 reported for the responsibility. These results indicate that Anticipate the needs of others. 4 .86 Take others' interests into in terms of moral competence the students at Hashemite 4.06 .78 account. University. Furthermore, the lowest mean of moral Responsibility competence was 2.56 and the highest mean was 4.59. This Am polite to strangers. 4.25 .93 Am able to cooperate with 4.27 .74 result reveals that items concerning moral competence others. were rated at a medium level. Appreciate people who wait on 4.39 .79 me. Table 1 Mean and Standard Deviations of Students’ Moral Try not to think about the needy. 3.92 1.20 Competence total 4.13 .91 Total 3.86 1 Dimension Items Mean SD Am trusted to keep secrets. 4.46 .73 3.2 Results Pertaining to Objective 2 Keep my promises. 4.36 .62 The second research question presented in the study asks Believe that honesty is the basis 4.59 .64 about any differences by gender in the level of moral for trust. competence of participants. A t-test was run on each of the Can be trusted to keep my 4.27 .79 eight scales. A summary by gender of each scale is shown Integrity/Honesty/ promises. Authenticity in Table 2. A significant difference (p<0.05) was found Am true to my own values. 4.11 .90 on the level of moral competence. The female reported a Lie to get myself out of trouble. 2.94 1.19 significantly greater level of moral competence than the Am hard to understand. 2.88 1.18 male ones did. Feel like an imposter. 3.90 1.22 Table 2 Like to exaggerate my troubles. 3.48 1.23 Mean and Standard Deviations and T-Test of Student’s Total 3.89 .94 Moral Competence (N Male= 360, N Female= 549) Would never take things that 4.26 1.17 Sex Male Female aren't mine. Moral t Significant Mean SD Mean SD Would never cheat on my taxes. 4.19 1.07 competence Believe there is never an excuse Integrity 3.75 .47 3.98 .48 -7.057 0.000 3.54 1.14 for lying. Impression Impression 3.46 .57 3.66 .54 -5.092 0.000 Always admit it when I make a management Management 3.78 1.02 mistake. Responsibility 3.97 .60 4.25 .40 -8.264 0.000 Rarely talk about sex. 3.73 1.25 *Significant atp <0.05. Return extra change when a 4.58 .79 On the other hand, one-way analysis of variance cashier makes a mistake. (ANOVA) was utilized to identify whether the Try to follow the rules. 4.16 .92 variances between the four academic performances Easily resist temptations. 3.83 .96 of university students at Hashemite University were Tell the truth. 4 .87 equal or significantly different. Table 3 shows that there Rarely overindulge. 3.23 1.36 were significant differences among the four academic Have sometimes had to tell a performances in terms of their level of moral competence. 2.56 1.27 lie. Table 3 Use swear words. 3.47 1.34 The Differences Among the F Academic Performance Use flattery to get ahead. 2.77 1.26 Groups on the Level of Moral Competence Am not always what I appear to Moral 2.90 1.32 Sum of squares df F p be. competence Break rules. 3.63 1.21 Between groups 28.017 3 Cheat to get ahead. 3.71 1.17 Integrity Within groups 194.529 905 43.448 .000 Total 222.546 908 Don't always practice what I 3.21 1.18 preach. Between groups 35.398 3 Impression Within groups 255.192 905 41.844 .000 Misuse power. 3.67 1.22 management Total 290.590 908 Get back at others. 3.11 1.30 Between groups 5.291 3 Am likely to show off if I get 3.28 1.36 Responsibility Within groups 235.006 905 6.792 .000 the chance. Total 240.297 908 total 3.58 1.16 *Significant atp <0.05. To be continued

One-way analysis of variance (ANOVA) was utilized than the level of moral competence from male university to identify whether the variances between the four students. Which may be due to the nature of socialization academic levels of university students at Hashemite society which has more restrictions on the female than on University were equal or significantly different. Table 3 the male, Nor et al (2012) found that there is no difference shows that there were significant differences among the between genders with regard to moral competencies. As four academic levels in terms of their levels of moral for the variable of academic performance and academic competence in dimension (impression management level, the results of the study show that whenever a high and responsibility) and that there were no significant academic performance and whenever a student’s progress differences among the four academic levels in terms of in the academic level whenever a high level of efficiency their levels of moral competence in dimension integrity. moral and logical outcome. From the theoretical standpoint, the following line Table 4 The Differences Among the F Academic Level Groups of research is suggested for future investigation: (a) The on the Level of Moral Competence university needs to have a better role to increase the Moral effectiveness of students’ moral competence through Sum of squares df F p competence academic and training programs, and (b) conducting Between groups 1.268 3 other studies on other variables in a different university is recommended. Integrity Within groups 221.277 905 1.729 .159 Total 222.546 908 Between groups 3.202 3 REFERENCES Impression Within groups 287.387 905 3.361 .018 management Bataglia, P. U. R. (2001). A construcao da competencia moral e Total 290.590 908 a formacao do psicologo [Moral competence development Between groups 11.276 3 and psychology education]. University of Sao Paulo: Unpublished doctoral dissertation. Responsibility Within groups 229.021 905 14.852 .000 Bratus, B. S. (1985). 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